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Other than audience variables and situational factors, the effects of television news on learning information are primarily influenced by characteristics of the news items themselves and the formal features of their presentations. This study was based on two assumptions. First, learning is the result of specific interaction effects between formal features and content of a news item. Certain presentation features are most effective for certain news items. Second, the measured influence of presentation features is dependent on the kind of knowledge analyzed, and on the instrument used to measure knowledge gain. In an experiment, four versions of news films were produced; 89 subjects saw these versions in an incidental learning situation. The results supported both assumptions. Suggestions for further research are given.
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Hans‐Bernd Brosius (1989) studied this question.
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